Do You Know Your Student Rights

Do You Know Your Student Rights Did you know that college students have more freedoms than high schoolers? And, not just access to better parties and more free food. While you have the same rights to equality and non-discrimination that you had in high school, you have more protections for what you say, what you keep in your dorm, and who can arrest you. In honor of Human Rights Day, here are some of the lesser-known legal protections that you have as a college student. It might just inspire you to go out and take advantage of your newfound freedom. Your College Is Obliged to Keep Its Word Whatever a college prints or says is true, is really so. In the case of Andrà © v. Pace University (1996), the court found in favor of the complainant since she did not receive the advertised level of instruction as stated in the course catalog. The right to college integrity isn’t limited to written publications. Any person with the authority to make a verbal contract (such as a dean, admissions officer, recruiter, or academic counselor), is required to fulfill the terms. Such was the case in Healy vs. Larsson (1974). The complainant was awarded a degree based on a track of courses laid out verbally by his academic advisor, even though they didn’t meet the degree requirements. Protection From Search and Seizure The next time someone demands to see what’s in your dorm room, tell them they don’t have the right – because they don’t. In the 1971 case of Piazzola v. Watkins, the court found that college students don’t give up their right to unlawful search as seizure simply by signing a dorm room contract. In addition, only evidence found by a police officer with a legal warrant to search is admissible in court – and that doesn’t include campus cops. So, unless it’s a city or state police officer with a warrant, you don’t have to let anyone search your room. Control of Your Privacy Under the Family Rights and Privacy Act (FERPA), you have the same general privacy protections as any other citizen. However, if you are dependent on your parents’ taxes, your college has the right to send your grades directly to them. In addition, colleges have the right to publish information like your name, phone number, and address in a school directory (without your express permission) unless you specifically request for them not to publish that information. Right to Safety As a student, you have the right to be kept safe from campus injuries caused by facilities, other students, or foreseeable crime circumstances. For example, in the case of Miller v. State (1984), a college student was raped at knife point in her dorm because the school had failed to lock the doors for the night. She won her case, showing that the college has a special duty to protect its students, especially in areas where they make a claim that a student should be safe. Freedom of Speech and Demonstration Under the First Amendment, students are free to share their opinions through physical demonstrations, online activities, or through student groups. Papish v. University of Missouri (1973) clarified this language to include any speech that doesn’t interfere with the rights of other students or the school operation. This right especially protects students who are making statements on the school’s public message boards, intranet, or group publications. In Rosenberger v. University of Virginia(1995) the school was found at fault for refusing to distribute student group funds to a group that created a pro-Christian publication. Due Process If you are involved in a disciplinary action, you have the right to due process. That means you have the right to legal counsel, to view evidence against you, and to have a fair trial. The case of Texas Lightsey v. King (1983) showed that it is unconstitutional, for example, to expel a student for cheating when a disciplinary council finds him or her innocent of the act. So, if you get in trouble, make sure you get the fair trial you deserve. Summary From safety to scheduling, you have way more freedom than you think. Make sure you know your rights before you let your college take any away from you. It’s up to you to stand up and fight for your freedom to share your opinions, protect your privacy, and ensure that your college is everything you think it should be. Have your student rights ever been violated? Please share your stories and opinions in the comments below

Gladiator summary essays

Gladiator summary essays It is the year 180AD. After years of war, the armies of Rome, under the command of General Maximus Decimus Meridius (Russell Crowe), have finally won their last battle against the Barbarians of Germania. Romes Caesar, the Emperor Marcus Aurelius has come to the battlefield personally to survey the Empires final victory. In a private meeting with Maximus, whom he values like a son, the Emperor intimates his intention to return to Rome and transfer power once more away from the throne and into the hands of the Senate, as it was during the glory days of the Republic. ). But aging Aurelius realises that he probably wont live long enough to fill out his dream so he decides to bestow his position as ruler to Maximus, rather than his creepy son Commodus. The Emperors son, Commodus (Joaquin Phoenix), has other plans, however. Murdering his father and taking the title of Caesar for himself, he orders Maximus and his family (Wife and daughter) taken away and killed. But Maximus the hero proves too cunning for the death squad; his family, on the other hand, does not. After coming home to his farm and finding his wife and son's dead bodies, he is captured and sold as a slave to gladiator instructor Proximo. But Maximus survives the plans of his enemies, and after a series of events leaves him in the hands of slavers, he begins a new life as a gladiator. Quickly, Maximus proves his worth and helps most of Proximo's Gladiators to stay alive. Maximus then learns by his instructor, Proximo that he can win his freedom but to win his freedom he must win the people. So Maximus goes ahead and win every battle that he faces in the arena until finally they play in the Colosseum while going under the name Spaniel. In Rome, Commodus who now has taken over the throne and thus inherits the Caesar title and becomes increasingly popular with the Roman people by daily colosseum battles whilst reve ...

Business Economics 2 Essay Example | Topics and Well Written Essays - 1500 words - 1

Business Economics 2 - Essay Example 70% of bank funds were diverted to real estate mortgage. The income of families and household was diverted from buying goods and services to buying properties- houses and buildings. A large chunk of money was used in payment of debt service to banks and financial companies. The payment of debt service by the economy’s non-financial sectors interrupts the circular flow of income supposed to exist between produces and consumers. The problem of financing network became more complex. Britain faced acute credit crisis in the recent periods caused by slack lending practice by banks, financial turmoil caused by dearth of liquidity, extending risky loans to unpredictable parties and passing on to other institutions, excessive dependency on credit rating companies, over dependence on in financial markets or inadequate liquidity risk management. This has put many sectors of the economy at risk such as  · UK commercial property sector, Stock markets, First-time buyers, Buy-to-let investors, UKs sub-prime borrowers and many others. There was exponential growth of savings and debt in UK market. They were used mainly for financing the purchase of real estate, stocks and bonds. Net savings don’t increase in the economy because it is used in re lending for or refinancing assets. This process does not necessarily promote new investment in tangible assets or new factories that add to new employment. No more output is added, no more factors of production is paid. Consumption from household, which accounts for about 70% of GDP, is the basis of production. Exports add to the consumption share because it takes off consumption of other country’s consumption also. Consumption of UK in recent years had been 90% that was financed out of the real income of the country and not debt. Consumption by household should flow directly from

Object Analysis (Keris from Bali) using Prown's Method Assignment

Object Analysis (Keris from Bali) using Prown's Method - Assignment Example Sandalwood is used in making its cover, and it has a length of 45 cm. It has an approximate width of 3 cm and 3 mm thick. The Ganesh carving on the handle is a symbol of divinity and protection. It has been in the possession of the family for approximately seven decades through inheritance as it is passed on to family members. The Keris is distinct with the pastor pattern on the blade’s surface. The Keris is believed to confer upon the owner so many blessings of good luck and also provide opportunities for wealth increment (Wiener). The Keris are still widely used by the Bali in religious services and wedding ceremonies as they serve specific functions. The Keris weighs approximately 360 grams, sizeable to a knife and is handheld. Its cover is made in such a way that it can be hanged on the waistline. Its handle is rough, and this enables it to be grasped easily. It has motifs on the flat sides of the blade that represents the upcoming change of events of windfall luck and fortune. The Keris was worn daily that also included in special ceremonies. It is considered so valuable and as such it has been passed on from generation to generation and worn by both genders. It has a vast spiritual and mythological development around it (Picard and Madinier). It uses include parade, armaments, tools of magic powers, sanctified heirlooms, fundamental items for soldiers, societal status indicators and a heroism emblem. With current modernisation, the Keris has lost some of its important social and spiritual meaning in the society. Its traditional role has diminished and left craftsmen with little people to continue with the making and supply of Keris. There are several questions that can arise from the Keris. For instance, how did people come to believe in its magical powers? Does it really have evidence of spiritual importance? In my opinion, the Keris presents a beautiful history of Indonesian’s and its protection in

Special Education Strategy Notebook Essay Example for Free

Special Education Strategy Notebook Essay Self monitoring is a strategy that is often used in classrooms with children who have trouble staying on task and focusing. It is a method that involves a student taking responsibility of themselves academically and behaviorally and recording when they find themselves not on task. In essence, a sheet of paper is given to a child and a noise is made at certain intervals during the class day. This noise could be something that only the specific child hears (such as in an ear piece) or it could be something that is heard by the entire class. Either way, the student who is participating in self monitoring simply puts a tally mark in a column for â€Å"on task† or â€Å"off task† on their sheet of paper every time the noise sounds off and at the end of the day both student and teacher can see how many times the student found him or herself off task. This helps put into perspective for the student how much he or she pays attention in a regular day and typically causes them to try harder to remain on task even more the following day. It is important that a teacher lets the student know exactly what is meant by â€Å"on task† and â€Å"off task† so that the student understands 100% what is expected of him or her, and it is also important that the sound itself not be distracting from the lesson. Eventually, a student can be weaned off the external cues of the sound, and will begin self monitoring without it, which is ideal. B. How do we know that self monitoring works? Put simply, we know that self monitoring works because it has been studied over and over by numerous researchers and has been proven effective at least the majority of those times. These studies confirm that this strategy helps manage students who are off task in the classroom due to various disruptive, learning related and social behaviors. Children of many ages were tested, ranging from ages as young as 4 to kids who are in high school, and the findings were consistent. In nearly all of the tests described in the article I researched, self-monitoring was said to have â€Å"decreased off task behaviors dramatically† or â€Å"decreased inappropriate behaviors† or â€Å"decrease talking out behavior,† etc (Hallahan, D. P. Husdon, K. ). C. When should a teacher use self monitoring? As a strategy in a school setting, self monitoring typically works best for students who have problems primarily in attention. This is not a strategy that actually helps a student learn anything in particular, so the skills for learning material has to be already within a students capability but who cannot focus or remain on task long enough to apply these said skills. In laments terms, self monitoring works best when used for applying skills not when being introduced to new ones. Self monitoring can be used successfully for students with attentional tasks in really any classroom setting. It works great for â€Å"seat work†, when a child is assigned independent work that they must take sole responsibility for finishing but can also work in a group. Group work often has other students who keep the self monitor on task, but if this were not the case self monitoring would still be helpful. D. What does a teacher need to do to implement self monitoring? It is important that a teacher use each part of the procedure of self monitoring, including tones, recording sheets and training. Before implementing all of these procedures, a student needs to be introduced to the idea. It is imperative that a student have a good explanation of why they are required to keep record of their behavior when other students are not. A child needs to be given explicit instructions as to what he or she needs to do; this includes a description of what on task and off task are in the teacher’s terms, what the tone or sound will be, and how often the sound will go off, etc. Once the directions have been given to the child it is also important to go over the recording sheet with him or her and give examples of what will happen during class when he or she is to be recording their behavior. Once a child seemingly understands what is expected, feedback becomes very important. If he or she gets off task, the teacher needs to correct the behavior and then move on. At the same time, if a student has very good behavior it is also important to praise that. After the student gets used to this procedure, a teacher can begin to wean him or her off having to hear the tone to monitor their behavior. This is the ideal situation because then a student simply checks himself without a reminder and will continue to do so. E. How does a teacher know if self monitoring is working? Evaluating whether this strategy is working for a particular student is very important because if it is not, then there could actually be harm coming from trying to use it. Evaluating also leaves room for modifications that could help different students at different times. The basic way to see if self monitoring is working is to simply gather data on the student’s attention to a task before using the strategy and then compare that data with what you find after the student has begun to self monitor. To collect data before introducing self monitoring, a teacher can simply do the monitoring herself; use a tone and record the attentiveness of that child at each sound. A good practice to collect the original data would be to compare the target student and a student with average attentiveness. If the comparison shows that the level of attention seems to have improved after the strategy is implemented, it has probably worked and vice versa. F. Where can a teacher find more information on self monitoring? There are numerous ways to find out more information on self monitoring from articles, websites, books, etc. Here is a list of multiple sources where more information can be found (Hallahan, D. P. Hudson, K. ) Blick, D. W. , Test, D. W. (1987). Effects of self-recording on high-school students’ on-task behavior. Hallahan, D. P. , Lloyd, J. W. , Stoller, L. (1982). Improving attention with self-monitoring: A manual for teachers. Charlottesville, VA: University of Virginia Learning Disabilities Research Institute. Hallahan, D. P. , Marshall, K. J. , Lloyd, J. W. (1981). Self-recording during group instruction: Effects on attention to task. Learning Disability Quarterly, 4, 407-413. G. Self Monitoring Bibliography. Hallahan, D. P. , Hudson, K. G. (2002). Teaching tutorial 2: Self monitoring of attention. Retrieved from www. teachingLD. org Shimabukuro, S. M. , Prater, M. A. , Jenkins, A. , Edelen-Smith, P. (1999). The effects of self-monitoring of academic performance on students with learning disabilities and ADD/ADHD. Education and Treatment of Children, 22, 397- 414. Webber, J. , Scheuermann, B. , McCall, C. , Coleman, M. (1993). Research on self-monitoring as a behavior management technique in special education classrooms: A descriptive review. Remedial and Special Education, 14, 38-56. Workman, E. A., Helton, G. B. , Watson, P. J. (1982). Self-monitoring effects in a four-year-old child:An ecological behavior analysis. Journal of School Psychology, 20, 57-64. II. Time Delay A. What is time delay? Time delay is a strategy that focuses on weaning the use of prompts during teaching and educational practices and is most often used with students who have Autism Spectrum disorders. When instructing someone who has a particular learning disability, sometimes he or she needs additional prompting right after the material has been presented; this could include least-to-most prompting, simultaneous prompting, etc. There are two types of time delay; progressive and constant. Progressive time delay takes the immediate additional help given to particular students and lessens it each time material is taught. The time in between the original presentation and the additional help is lengthened as a child gets more comfortable learning and proficient. Constant time delay occurs when a teacher gives no time between the original instruction and the added prompt, then continually lengthens that amount of time when proficiency strengthens (Neitzel, J). B. How do we know that Time Delay is effective? In order to be used in schools for students with Autism Spectrum disorders, time delay had to be researched numerous times and found to be an evidence based practice. The National Professional Development Center on ASD has defined what they mean by â€Å"evidence based practice† to mean that it includes â€Å"randomized design studies, single-subject design studies, and combination of evidence. † Randomized design studies must include two experimental group design studies and they must be conducted by highly qualified researchers. Three separate investigators must have also conducted five high quality single-subject design studies. Once this is all done, the evidence from both must be combined to see allow researchers to see if time delay works in real life settings with ASD (Time Delay). C. When should a teacher use time delay? Time delay is a great strategy for a teacher to use when a student in her class has an Autism Spectrum disorder. It has been found that it is most effective when used with children and youth rather than older students, regardless of cognitive level and expressive abilities. According to the evidence listed above, time delay is very effective during the specific ages of 6-11. Teachers can instruct these specific students effectively on a variety of material using time delay such as academics, play/leisure, language/communication, and also social skills. It is important that all of this teaching be done in clinical environments, though, because that was where the studies were done and showed improvement (Neitzel, J) . D. What does a teacher need to do to implement Time Delay? There are multiple steps that a teacher must work his or way through in order to implement the time delay strategy. Both progressive and constant time delay procedures involve the same three steps of implementation; a cue and target stimulus, learner response, and feedback or consequence. Without all three of these components, time delay cannot be an effective strategy to use in the classroom while teaching students with Autism Spectrum disorders. The target stimulus, also called the antecedent, is what a teacher wants the student to respond by doing when posed with the cue. The cue is a signal that helps the student figure out what behaviors he or she should be exhibiting. When trying out the time delay strategy, it is important to keep the cues consistent so that the student knows what is expected of him or her during every activity. Learner response, the second necessary component of time delay, is the behavior that teachers want the student to pick up on. The feedback is the reinforcement of a behavior. Positive feedback when a student does something correctly is essential for that behavior to become consistent. On the opposite end, negative feedback when something is done incorrectly is just as important so a student knows to try to behave a different way. This â€Å"negative feedback† is known as a correction procedure and involves a constant repetition of the cue and prompts necessary for the student to exhibit the correct behavior (Neitzel, J Worley, M). Knowing the broad steps for implementing time delay, a teacher must also know the specifics. There are multiple steps that one must go through in order to effectively use the strategy. Step one is identifying the skill or behavior and define them in an observable measure and identify it as wither a discrete task or a chained task. A teacher must also then define learner response behaviors so that they can easily be identified as either correct or incorrect. Next, a teacher needs to determine a students current skills. After this is determined and recorded, an educator must select the target stimulus and cue and clearly explain this to the child, and then do the same with the controlling prompt. Next, reinforces must be identified and the response interval should be decided upon (Neitzel, J. Worley, M). E. How does a teacher know if Time Delay is working? Just as with any teaching strategy, the way to tell if Time Delay is working is to compare student ability before and after the delay is implemented. Before a student is introduced to this strategy a teacher can instruct a student on anything in particular and record the amount of correct and incorrect responses. After this data is recorded, it would be important to introduce time delay and instruct the child on the correct responses, stimuli, etc. Once that is all introduced, the teacher could teach material and again keep track of correct and incorrect responses. If the amount of incorrect responses decreases and the amount of correct responses increases, there is a very good chance this change is due to the implementation of time delay. F. Where can a teacher find more information on Time Delay? Odom, S. L. , Brantlinger, E. , Gersten, R. , Horner, R. D. , Thompson, B. , Harris, K. (2004). Quality indicators for research in special education and guidelines for evidence-based practices: Executive summary. Arlington, VA: Council for Exceptional Children Division for Research. Rogers, S. J. , Vismara, L. A. (2008). Evidence based comprehensive treatments for early autism. Journal of Clinical Child and Adolescent Psychology, 37(1), 8-38. Ledford, J. R. , Gast, D. L. , Luscre, D. , Ayres, K. M. (2008). Observational and incidental learning by children with autism during small group instruction. Journal of Autism and Developmental Disorders, 38, 86-103. Liber, D. B. , Frea, W. D. , Symon, J. B. G. (2008). Using time delay to improve social play skills with peers for children with autism. Journal of Autism and Developmental Disorders, 38, 312-323. G. Time Delay Bibliography. Neitzel, J. (2009). Overview of time delay. Chapel Hill, NC: National Professional Development Center on Autism Spectrum Disorders, Frank Porter Graham Child Development Institute, The University of North Carolina. Neitzel, J. , Wolery, M. (2009). Steps for implementation: Time delay. Chapel Hill, NC: The National Professional Development Center on Autism Spectrum Disorders, Frank Porter Graham Child Development Institute, The University of North Carolina. Time delay. (2010). National Professional Development Center on ASD, Retrieved from http://autismpdc.fpg. unc. edu/sites/autismpdc. fpg. unc. edu/files/TimeDelay_Steps_0. pdf Mnemonics A. What is Mnemonics? Mnemonics are devices used to help people remember and recall things that are somewhat hard to remember on their own. Put simply, the job of a mnemonic is to make the difficult task of memorization a little bit simpler. Using mnemonics helps to combine a presentation a person is comfortable with information that needs to be remembered; the association between the presentation and the information makes recall easier (Bringham, R Bringham, M). There is a link between new information and prior knowledge in the presentation of a mnemonic, and often they employ both visual and acoustic cues. There are many different types of mnemonics. The keyword method works very well with new information, and is directly tied to something that a student already knows. For example, if there is a vocabulary word that a student is trying to learn that sounds like a word they are already familiar with, they can associate the two words together to remember the one they do not know. This association can be made with a picture, or just by memory. Another mnemonic method is the peg-word method. Peg words are similar to keywords but they are known for their rhyming proxies for numbers to help students remember numbered or ordered information. A third mnemonic is known as letter strategies, including acronyms and acrostics. An acronym is a words whose individual letters can represent elements in lists of information. Acrostics are sentences whose first letters represent the information that needs to be remembered (Scruggs Mastropieri, 2002). There are also mnemonics for remembered how to spell, such as pictures with specific letters decorated. B. How do we know that Mnemonics are effective? There have been numerous evidence based research studies done to prove the effectiveness of mnemonics. These studies have shown that students taught material mnemonically have had a significant amount of more success than those students who were not taught in tis way. A specific study was done by Forness, Kavale, Blum and Lloyd in 1997 that concluded that for special education students, instruction using mnemonics showed the most positive results (Forness, S. R. , Kavale, K. A. , Blum, I. M. , Lloyd, J. W. 1997). Building off of these findings, other studies on special education have been compiled and summarized to show that the average child with a learning disability scored 43% correct, while the average mnemonically taught student scored 75% correct (Mastropieri Scruggs, 1989). Also, classroom teacher applications of mnemonic techniques have suggested that these strategies are very effective in inclusive classrooms, in some cases raising the performance of students with learning disabilities to that of the normally achieving students (Mastropieri, Sweda, Scruggs; 2000; Uberti, Scruggs, Mastropieri, in press). C. When should Mnemonics be used? The fantastic thing about mnemonics is that they can virtually be used whenever, with any student in any subject. This strategy has been experimentally validated in english vocabulary, foreign language vocabulary, earth science, physical science, U. S. history, world history, letter recognition, math facts, and spelling. Moreover, it has been experimentally validated that mnemonics not only works in all of these subject areas for average students buy for students with learning disabilities as well. Mnemonics are also appropriate to use with students of any age, ranging from Kindergarten to college. Younger students typically do not have to recall the same amount of facts that are required of those older than them, but they are still useful in learning things such as the alphabet (Levin, 1993). Thus, this strategy is a great one for teachers to use frequently whenever large amounts of information are presented that must be remembered or recalled (Bringham, R. Bringham M. 2001). D. What does a teacher need to do to implement Mnemonics? Mnemonics should be used by all teachers when introducing information that must be remembered and there are certain ways to go about doing so. At first, the teacher should be the leader of mnemonics and should directly guide the students into coming up with specific ways to remember information. When a teacher is directly involved with every step of creating a mnemonic it is called maximum support. As students become more proficient in using mnemonics, though, it is important for the teacher to take a few steps back and let them go on their own. Once a certain level of proficiency is met, a teacher moves on to intermediate supports. Now, a teacher is still there if needed but most of the responsibility is turned over to the students and their peers to create and use mnemonics. After this step, a teacher can allow students to work on mnemonics independently. Following these steps help to not overwhelm students, and to help them to learn how to use the strategy on their own so that when they move to a different class or school they can take their knowledge of mnemonics with them and continue to use them. E. How does a teacher know if Mnemonics are working? The purpose of mnemonics is memorization so the best way to test if the strategy is working is to frequently question and test students on the information that they are supposed to be learning using the mnemonics. Some students might already know the information or might have guessed, so it is also important to ask them how they remembered the answer they gave. This way, a teacher can easily see if it is the mnemonic helping them recall the information or if it is something else entirely. Students, too, can alert a teacher as to whether or not the strategy is working by simply saying mnemonics are helpful to them specifically or not. F. Where can a teacher find more information about Mnemonics? Mastropieri, M. A. , Scruggs, T. E. (2000). The inclusive classroom: Strategies for effective instruction. Columbus, OH: Prentice Hall/Merrill. (Chapter 8, Attention and Memory) Mastropieri, M. A. , Scruggs, T. E. (1991). Teaching students ways to remember: Strategies for learning mnemonically. Cambridge, MA: Brookline Books. Brigham, F. J. , Scruggs, T. E. , Mastropieri, M. A. (1995). Elaborative maps for enhanced learning of historical information: Uniting spatial, verbal, and imaginal information. Journal of Special Education, 28, 440-460. Bulgren, J. A. , Schumaker, J. B. , Deshler, D. D. (1994). The effects of a recall enhancement routine on the test performance of secondary students with and without learning disabilities. Learning Disabilities Research Practice, 9, 2-11. G. Mnemonics Bibliography Bringham, R. , Bringham, M. (n. d. ). A focus on mnemonic instruction. (2001). Current Practice Alerts, (5), Retrieved from www. dldcec. org/alerts/ Scruggs, T. , Mastropieri, M. (n. d. ). Teaching tutorial: Mnemonic instruction. (2002). Division for Learning Disabilities , 1-26. Retrieved from www. teachingLD. org Mastropieri, M. A. , Scruggs, T. E. (1989a). Constructing more meaningful relationships: Mnemonic instruction for special populations. Educational Psychology Review, 1, 83-111. Forness, S. R. , Kavale, K. A. , Blum, I. M. , Lloyd, J. W. (1997). Mega-analysis of meta-analysis: What works in special education and related services. Teaching Exceptional Children, 29(6), 4-9. Mastropieri, M. A. , Sweda, J. , Scruggs, T. E. (2000). Teacher use of mnemonic strategy instruction. Learning Disabilities Research Practice, 15, 69-74. Levin, J. R. (1993). Mnemonic strategies and classroom learning: A twenty-year report card. The Elementary School Journal, 94(2), 235-244. Task Analysis A. What is task analysis? Task analysis is a learning strategy that involved breaking a learnable skill into smaller steps that are more manageable for students who need it (Franzone 2009). This strategy is something that is used by every single person at least once in their life, even if done so unconsciously. It is the only way to ever really learn complete processes, for example you have to walk before you can run. By breaking skills into smaller chunks, we all eventually learn specific tasks as if they are second nature and learn to not have to follow the original steps posed. It is necessary, though, to express the different parts that make up the whole (the skill being learned) until absolute mastery has been achieved (Grove 2012). B. How do we know that task analysis is effective? There are certain criterion that strategies have to meet before they can be used in schools, including in the special ed classroom. Task analysis meets these requirements and has been tested and proven in numerous evidence based practices. To be considered evidence based practice for people with Autism Spectrum disorder, efficacy must be established through peer-reviewed research in scientific journals using randomized or quasi-experimental design studies, single-subject design studies, and then a combination of evidence. High quality randomized design studies are categorized by the absence of critical design flaws that create confounds and the demonstration of experimental control at least three times in each study (Horner, Nathan, Odom, Rogers) . When should a teacher use task analysis? Task analysis is a strategy that can be used very effectively with children who have an autism spectrum disorder, no matter their cognitive level and expressive communicative skills. Children from preschool age to high school age have shown through studies that task analysis works and is an effective practice for older learners as well. It is also a good practice to use when teaching educators how to interact and teach their students with autism spectrum disorders. Task analysis has been proven to help all of these students in multiple areas. There are ways to use task analysis to teach in a school setting, in a classroom (inclusive or not). Also, there is evidence that it works in home and community settings. For instance, teaching a child with a significant disability how to complete regular everyday tasks such as brushing teeth, brushing hair, showering, etc becomes more easily possible if you employ task analysis (Franzone 2009). D. What does a teacher need to do to implement Task Analysis? In order to implement a task analysis in a particular classroom, a teacher must follow a set of steps. Step one is to identify the target skill. This step involves targeting a specific skill that is to be learned by the student with Autism Spectrum disorder. To do this, an educator must use the learner’s Individual Education Plan/Individual Family Service Plan goals. The skill should consist a series of discrete steps, so as to make learning it a bit easier. For example, washing dishes is an acceptable skill to target. Turning on a sink or preparing, serving and cleaning up dinner would be either too simple or too hard. Step two involves identifying the prerequisite skills of the learner and the materials needed to teach the task. Step three is breaking the skill into components. This is the step where true task analysis really begins; where the skills are actually broken up into steps. Next, a teacher needs to confirm that the task is completely analyzed in order to sure no step is left out because it would compromise the entire activity. Step five involves determining how the teacher will actually teach the skill. Last, intervention must be implemented and progress must be monitored so that changes can be made if need be. E. How does a teacher know if Task Analysis is working? Before task analysis is implemented, it is important for teachers to closely monitor the student in question to see the skills they have the most trouble with. Keeping record of this will help to see if any bounds in learning have been made once the strategy has been put in place. Observation is key, before and after implementation, and if it is done carefully and cautiously enough a teacher can directly see the impact of the strategy after a student has learned the skill he or she was asked to learn. F. Where can a teacher find more information on task analysis? Alcantara, P. R. (1994). Effects of videotape instructional package on purchasing skills of children with autism. Exceptional Children, 61(1), 40-55. Browder, D. , Trela, K. , Jimenez, B. (2007). Training teachers to follow a task analysis to engage middle school students with moderate and severe developmental disabilities in grade appropriate literacy. Focus on Autism and Other Developmental Disabilities, 22(4), 206-219. Hagopian, L. , Farrell, D. , Amari, A. (1996). Treating total liquid refusal with backward chaining and fading. Journal of Applied Behavior Analysis, 29(4), 573-575. Liber, D. , Frea, W. , Symon, J. (2008). Using time-delay to improve social play skills with peers for children with autism. Journal of Autism and Developmental Disorders, 38, 312-323. Luscre, D. , Center, D. (1996). Procedures for reducing dental fear in children with autism. Journal of Autism and Developmental Disorders, 26(5), 547-556. G. Task Analysis Bibliography Franzone, E. (2009). Overview of task analysis. Madison, WI: National Professional Development Center on Autism Spectrum Disorders, Waisman Center, University of Wisconsin. Grove, A. (2013, August 08). Bright hub: Task analysis in special education. Retrieved from http://www. brighthubeducation. com/special-ed-learning-disorders/25800-how-task-analysis- Horner, R. , Carr, E. , Halle, J. , McGee, G. , Odom, S. , Wolery, M. (2005). The use of single subject research to identify evidence-based practice in special education. Exceptional Children, 71, 165-180. Nathan, P. , Gorman, J. M. (2002). A guide to treatments that work. NY: Oxford University Press. Odom, S. L. , Brantlinger, E. , Gersten, R. , Horner, R. D. , Thompson, B. , Harris, K. (2004). Quality indicators for research in special education and guidelines for evidence-based practices: Executive summary. Arlington, VA: Council for Exceptional Children Division for Research. Rogers, S. J. , Vismara, L. A. (2008). Evidence based comprehensive treatments for early autism. Journal of Clinical Child Adolescent Psychology, 37(1), 8-38. Szidon, K. , Franzone, E. (2009). Task Analysis. Madison, WI: National Professional Development Center on Autism Spectrum Disorders, Waisman Center, University of Wisconsin. Functional Behavior Analysis What is functional behavior analysis? A functional behavior analysis is a variety of methods to identify and define behaviors that need to be changed. It is the process of gathering and analyzing information about a specific student’s behavior and accompanying circumstances in order to determine reasons behind certain behaviors. These strategies help teachers identify interventions that will help to reduce these behaviors and help develop appropriate ones to fill the place of the ones being reduced. Functional behavior analysis relies on a number of techniques and strategies to identify the reasons behind each behavior and to help IEP teams select the interventions that are to be used. It should be integrated throughout the process of developing, reviewing, and revising a student’s Individualized Education Plan (McIntyre, 2001). How do we know that Functional Behavior Analysis is effective? Functional behavior analysis has been researched multiple times by different qualified researchers and has been found to show promising results in student achievement the vast majority of the time. Studies have been conducted multiple times to rule out any researcher error and students have shown drastic differences from before the strategy was implemented to after it was done. It is also important to note that Functional Behavior Assessment has obviously been proven effected in that it has become a part of national legislature, the Individuals with Disabilities Education Act. As stated in the act, it is mandatory that a student with known behavior problems be supported with this strategy (Jordan, 2006). When should a teacher use Functional Behavior Analysis Often times Functional Behavior Analysis is implemented on students with severe cognitive or communication disabilities such as autism (McIntyre, 2001). Even though this is so, ff ever there is a time that teachers become concerned about particular student with a disability, it is required by law (IDEA) to implement the functional behavior assessment process so that they can determine why the child in question is acting in such a way. This strategy helps to identify why a particular behavior occurred, and in determining this, a teacher can then begin to create interventions that will help the student avert from that negative behavior and replace it with a good behavior. It is important that teachers intervene with positive behavioral actions before the problem behaviors occur if at all possible. What does a teacher need to do to implement Functional Behavior Analysis? IDEA does not ever specifically define how a functional behavior analysis should be implemented, and often it depends on the needs of every specific child. There are, though, very specific steps that must occur in order for the strategy to work. First, a teacher must identify the behaviors that need to be changed, or at least the most serious of multiple strategies. In identifying the behaviors it is imperative to determine when and where they occur and when and where they do not. This will allow a teacher to try to determine the triggers for that specific student. After the behavior(s) are identified, a teacher must collect data on the specific child’s performance in many different ways, and have as many sources possible. After all of this data is collected and recorded a hypothesis needs to be developed as to what could be the cause of these specific behaviors based on the data collected. This helps predict where the teacher needs to target the change that will be made. Next, as with any other experiment, the hypothesis must be tested. Using positive interventions, the child’s specific team makes changes as needed to there Individualized Education Plan or Behavior Intervention Plan. After all of this is done the interventions need to be evalua.

A Triumphant Indifference :: Essays Papers

A Triumphant Indifference 1 Gene Giraudoux, the French playwright wrote â€Å"If two people who love each other let a single instant wedge itself between them, it grows—it becomes a month, a year, a century; it becomes too late.† [Source?] Based on the introduction of the author F[Z]ora Hurston, it is possible this story Sweat [Titles] is about the lives of real people in the South. The story focuses on one type of relationship that can exist between husbands and wives. The men can be abusive and the women will try to survive by working from their homes from dawn to dusk to make ends meet. The theme of this story is survival in the face of (or in spite of) adversity. [New paragraph] The main character’s key to survival is her triumphant indifference to her husband's aggression. 2 [No paragraph] From the beginning of the marriage Delia learned to live with adversity. [Topic sentence appears to be from a plot summary.] She comes to realize Sykes is not a person she can count on for a home, support and income. His cruel sense of humor is manifested in the scenes where he places the whip on Delia’s shoulder leading her to believe it is a snake, a creature that fills her with terror. He demonstrates his carefree and careless nature, [no ,] by spending money that Delia earns to court another woman. 3 African American women have a history of being church going, God fearing individuals who are content to work hard for a living. To survive they learn to be well organized and efficient with time and money. The opinions of the townspeople lead a person to question what Delia was like before she got married and became indifferent to Sykes jealousy and resentful attitude toward her working for white folk. Sweat and religion are her keys to survival. 4 Why does Delia remain passive through all the turmoil in her life? She knows that physically she is no match for Sykes. She thwarts his attempts to draw her into confrontations by remaining indifferent to his abuse. It states in the beginning of the story that she gave up on love when Sykes started cheating on her. Without love Delia needs to focus her energy on other things to make her life worthwhile.

Life and Debt Response

Life and Debt Response Paper Taylor Sun 9/29/2011 St. John's University Globalization has been a controversial topic for decades followed by the industrialization. The debate of whether it is positive or negative for the human race has caused much divergence, consequently leading to vast conflicts between different cultures, nations, and peoples. Although globalization brought convenience to the lives of a few on a daily basis in the industrialized countries, it also brought about world power monopolies controlling the trade system, exploitation of workers in developing countries, and victimizing the societies that are unable to self sustain. In the 21st century, signs of globalization are everywhere, in both industrialized and developing countries. When you take a sip into that freshly picked coconut brought home from a local supermarket, do you think of the farmers in Malaysia that had grown the tree, the Japanese operated shipping company that had flown the cargo to the United States, or the American manufacture company that had packaged the delicious fruit, and had delivered it to the supermarket near you for your convenience? Or, every time you get ready and put on your brand new sneakers that you had just purchased from a department store; do you think of the shoelaces made in Mexico, sowed together in the sweatshops in China, and the British founded brand that designed your sneakers? My guess is no. We as the privileged ones do not recognize these traces of globalization anymore in our everyday lives, because we are so accustomed to the way of life made possible by globalization. However, the less fortunate ones in the other parts of the world struggle everyday to make ends meet without enjoying the benefits of globalization, but rather they are the majority that are sacrificed in the process of making the lives of a few effortless and comfortable. Before viewing the film â€Å"Life and Debt,† like most people, I had never really thought about the pros and cons of globalization either, but after watching this documentary, I was stunned at how globalization can affect people’s lives in such a negative way. In the film, large corporations and organizations such as the World Trade Organization and the World Bank act as antagonists for the Jamaican economy and its people. Take World Bank for example: idealistically, debt assistance would be given to the low profits countries by the World Bank. It is countries like Jamaica that the World Bank should have a fundamental position to engage in recreation by working with governments, and guaranteeing a strong authority and control. If these programs are not carried out, attracting overseas and domestic investment would be more complicated and difficult; therefore, globalization would descend on itself. But is that really the case? According to the documentary, Jamaica currently owes more than $4. 5 billion to the IMF, the World Bank, the Inter-American Development Bank, and many other leading loan companies in the world. The significant advance that these loans have set out to accomplish has not yet, and probably never would deliver its purpose. In the film, the World Bank has been portrayed as a deceiving and misleading world power, dominating the world economy with almost absolute control. Because Jamaica needed the loan so urgently from the lending agencies, that the agencies were able to negotiate a â€Å"mutually beneficial† relationship with the Jamaican government. Jamaica had no choice but to settle and come to terms with the new deal that the World Bank has offered. The deal was of high interest, too high of an interest to be paid off by just relying on the Jamaican economy’s exchanges. It is also of low wages for workers in hope to increase the employment rate, too low of wages to make ends meet for these workers. This almost forces the Jamaican government to turn to foreign trades to barely attain its income. This situation also gave opportunities to the large companies to exploit the workers with less than minimum wages. If the people are in poverty struggling to put food on the table, how can there be peace and prosperity? Poverty and violence almost always come in pairs. Efficient legal systems and a healthy financial system are crucial to the success of a nation and its economy. If Jamaica doesn’t get out of the debt crisis somehow, it can never advance into a prosperous nation. The World Trade Organization plays another key role in this phenomenon that is not only taking place in Jamaica, but also occurring in many other countries in development. It has almost become a global government in the sense of regulating the entire world’s trading systems, controlling the wealth travelling in and out of countries. In order for the Jamaicans to change this system of invisible power over their now independent country, Jamaica must earn the majority of the vote in the World Trade Organization to gain permission to alter the balance of the trading system. The majority of the votes are held in European nations whom are benefiting from the devastating situation of the Jamaicans. The percentage of votes each country hold are determined by the impact and size of its economy. The United States being the largest economy in the world holds as many as 17% of entire world’s votes, making it the single largest vote holder. Japan comes in second, followed by Germany being third. This is going to be a never ending cycle that the Jamaicans won’t ever be able to get out of without some kind of policy change or outside assistance. With this situation, Jamaica became a nation forever cast in the shadows of debt. Without denying its contributions, globalization has brought the world better access to goods that were not even imaginable before its existence. It brought competition to the market therefore decreasing the price for consumers. It gave numerous opportunities for business to flourish and brought wealth and prosperity to many nations. It is the beginning form of a new world order for humanity to progress and advance as a single subject. As we all know, no plan is perfect. In the process of executing this ideal of globalization, many nations are sabotaged as well. Poverty, violence, corruption, unemployment, large disparity between the rich and poor, and underdevelopment of education and health care systems are the defects of globalization just to name a few. Although injustice and inequality almost come hand in hand with the practice of globalization, but can we really abolish it at once? From a morality stand point, globalization is no different from owning slaves in the sense of forcing less privileged people from developing countries to work for large monopolies, with disproportionate wages for the workers in contrast to the profit that these ompanies generate. But I believe from the standpoint of the advancement of the human civilization, globalization is inevitable. Without globalization, the human race cannot advance as a whole; therefore, slowing down the development process of humanity. We might not think of this matter this way, but globalization has only been in the existence of the entire human history for a very brief period; thus , the structure of this global system has not yet fully organized itself to prevent any defects in its practice. A perfect example is the more micro Chinese economy in terms of the macro globalization. As we all know, China has been one of the fastest growing countries in terms of finance and economy. There were many loopholes within the government regulations for businesses in comparison to already developed nations such as the United States and Great Britain in the past years, providing opportunities to cheat the system; resulting in a generation of overnight millionaires. With the realization of this situation, there have been changes made to prevent this from happening any further. If one nation is able to adapt and adjust its system to improved and recover from the flaws, why can’t the World Trade Organization change its ways to come up with a better arrangement and structure to eliminate the injustice and immoralities? Globalization has brought many things to the table for everyone, both negative and positive. We human beings need to focus more on the macro result of globalization rather than the relatively micro side effects of this phenomenon. I believe with the passing of time and the recognition and understanding of the issues of this matter, we will be able to modify and progress our ways to recover and prevent future occurrences of the problems we face today. Globalization will not always be what we know of it in today’s society. In time, it will eliminate its flaws and achieve its ultimate goal of uniting people of different backgrounds, cultures, and nations into one group of people working towards a better tomorrow.

Intelligence Three Test Comparison

Society has been intrigued with the human mind since the beginning of time whether it deals with expanding the mind, strengthening, conditioning, or testing the limitations. A popular way to test the human mind is through the use of an intelligence test. In order to test the human mind on intelligence it must be defined to have reliable constructs that can be measured. Intelligence is being able to how well you learn from experiences and being able to adapt to the environment. Intelligence test the WISC uses four subtest groups to measure intelligence, which are verbal comprehension, perceptual reasoning, working memory, and processing speed. These four subtest groups are constructs of intelligence broken into categories based on the skill type. Within the subtest these categories are used in intelligence test, for example the Shipley uses only vocabulary and abstraction as measurements of intelligence. IQ test vary with what types of constructs being used from using two items to all fifteen items. This paper is comparing the scores of three different IQ test, the Shipley, Wonderlic, and the classical IQ test. Similar to the comparing and contrasting of scores the ways each test defers will be examined along with the strength, purposes, and weaknesses of each test. The first test the Shipley, which is an intelligence test that is measuring education and intellectual deterioration. The test is broken up into two parts first the vocabulary section where participants have ten minutes to answer forty vocab questions based on the similarity of the word compared to the four answer responses. The second part of this test was the abstraction part where twelve minutes was given to answer twenty-five questions. This particular test showed high internal consistency at . 92 along with acceptable test-retest scores at . 87-. 4, and a SEM at 4. 57, which is a medium SEM. The Validity for this test showed good concurrent validity. The standardization for the Shipley is a total of 2,826 with the demographic of 1,203 adults and 1,876 children. The downfall of the Shipley is that scores are highly depend on the verbal and abstraction ability not including any of the other constructs for testing intelligences. Thus this supports the issue of the Shipley being bia s to people who have poor English skills or it is their second language making the test more challenging for them. I felt that the score I received on the vocabulary portion was accurate in regards to vocabulary IQ because I do struggle with learning and comprehension, spelling, and vocabulary. I scored in the lower 21% ranking for vocabulary, which isn’t surprising because a large amount of words I didn’t understand and was guessing. The scores seemed to favor people with a wide comprehensive vocabulary and people who are native English language speakers. What doesn’t seem fair is for the people who struggle with aspects such as vocab are going to have low scores, which can hinder aspects where the scores of the Shipley are used as a deciding factor. Although overall the abstract portion balanced out the combined score leaving me at a average percentile ranking for the Shipley. Some sources of error that my affect the results of the test could be the time of day the test was taken, if each test was instructed in the same manner along with the other previously discussed examples. The Wonderlic intelligence test is more widely used in the work force and is used to evaluate and aid in hiring decisions. It intends to measure the general intelligence of adults in the business and industry field. The test consists of fifty questions that progressively get harder as they go on. The time limit is twelve minutes to complete as many correct answers as possible. The test was not intended for people to complete in the elapse time. The internal consistency, test re-tests, and concurrent validity are all excellent for this test. This suggest that this test is reliable and measures what it intendeds to measure. The SEM is much smaller than the Shipley at 1. 4. While having excellent standardization with a sample size was 100,000 individuals. This test has been known as or called unfair, because for ESL individuals have a much harder time with the vocab and comprehension part. It could take them longer to read or understand certain aspects, which could slow them down and affect their scores for the test that could potentially decide who gets the job based on scores. The tests are scored and compare the standard score with the corresponding grade level. Age is also a factor in this test to where the older you are the higher number of points you can add to your final score. On this test I strongly agree with the idea that this test is unfair because of the short time limit you are given to take the full test. Also the content on the test may be examining your intellectual abilities but may not relate to the on the job aspect of learning or type of work duties. This is starting people off who need accommodations such as longer test taking, anxiety, ESL individuals, and people struggle in school to perform lower than people who don’t need these accommodations. It has been proven that certain ethnicity do better or worse on this test. So that alone is giving an advantage to a particular group because a portion of people start out with a disadvantage based on socioeconomic status, education, ethnicity, and parents education level. A source of error that can occur with this test could be the amount of time given to participants, time of day or beginning or ending of a school week and possibly ethnicity based on previous scores. The online intelligence test is used as a predictor of your academic achievements. It is measuring general intelligence; this test used several of the subtests that were previously discussed. The scoring was scaled by the ability to retain previous learned knowledge. The knowledge being tested was acquired through education and experience. What I learned about intelligence assessment was that there are many types of intelligence test and they each vary in aspects of testing. What I learned about my own intelligence was simply confirmed with the three test results. Prior to the intelligence test I would have guested that my levels of intelligence was around average. Overall for all three test a consistent finding of an average IQ score was found after reviewing the results. For the first Shipley my standard score was right on the 100 mark that coordinates to the fifty percentile of the overall scores of the Shipley. This is right on the average of overall scores for the Shipley. The Wonderlic showed similar results where I answered twenty-eight items scoring fifteen items correct out of fifty total items. The scoring was comparing your total score to the years of education completed. I scored in the tenth grade category with the cumulative ranking of 18. 72 when compared to adults and a 2. when compared to college graduates. When looking at the level of education completed the score puts me at grade level ten, which is right in the middle of the years of education. The interpreting of the WPT test results state that I may enter high school and will probably select classes that are on a less academic track. This is the lowest amount of educational success that is interpreted and I am on my way to achieving the highest level of interpretation being a coll ege graduate. This test doesn’t seem to be an accurate predication of education levels. Although my scores fall below the mean on this test it is fairly close to the overall mean. For the final online IQ test found that I was right around the overall mean again with my percentile ranking at 45% which is very close to the middle. Moreover I have confirmed through the three IQ test that I rank in the overall average category. When comparing the IQ results to my class performance or GPA they do correlate. My cumulative GPA is 2. 5 which is right on the average for overall GPA, which relate to the three scores I received from the test confirming an average overall IQ and learning processing. With my GPA and the overall IQ test scores correlating can suggest that the IQ test are a good predictor or accurate predictor of GPA. Also can imply that GPA is a predictor of your overall intelligence. Looking at my overall data suggest that I am of average intelligence with strongly correlates with my GPA. I agree with the findings of average IQ score because it reflects my grades in school throughout high school and college and attitude about my cognitive functioning. Although I disagree that the test should be used as a predictor or and outcome variable for selection decisions.

The eNotes Blog 20 Illustrations of Famous ShakespeareQuotes

20 Illustrations of Famous ShakespeareQuotes Happy birthday, ol Willy! To commemorate, were opening up the vaults to  share some original artwork that brings  to life  the Bards works. We partnered with Yumi Sakugawa, a published author and artist, to recreate some of your favorite, iconic Shakespearean scenes.  Stay tuned for tomorrows post, as we pick Yumis brain about her work and artistic process. If you want to learn more about a  quotes context within its  scene, click on each image  for an in-depth analysis. Be sure to let us know your favorite(s) in the comments! 1. Whats in a Name? Juliet: Whats in a name? That which we call a rose By any other name would smell as sweet. Romeo and Juliet (II, ii, 1-2)   2.  To-morrow, and To-morrow, and To-morrow Macbeth: To-morrow, and to-morrow, and to-morrow, Creeps in this petty pace from day to day, To the last syllable of recorded time; And all our yesterdays have lighted fools The way to dusty death. Out, out, brief candle! Lifes but a walking shadow, a poor player, That struts and frets his hour upon the stage, And then is heard no more. It is a tale Told by an idiot, full of sound and fury, Signifying nothing. Macbeth Act 5, scene 5, 19–28   3. The Lady Doth Protest Too Much Player Queen: Both here and hence pursue me lasting strife, If once I be a widow, ever I be a wife! Player King: Tis deeply sworn. Sweet, leave me here a while, My spirits grow dull, and fain I would beguile The tedious day with sleep. Player Queen: Sleep rock thy brain, And never come mischance between us twain! Hamlet: Madam, how like you this play? Queen: The lady doth protest too much, methinks. Hamlet Act 3, scene 2, 222–230 4. If Music Be the Food of Love Duke Orsino: If music be the food of love, play on, Give me excess of it; that surfeiting, The appetite may sicken, and so die. Twelfth Night Act 1, scene 1, 1–3 5. All the Worlds a Stage Jaques: All the worlds a stage, And all the men and women merely players; They have their exits and their entrances, And one man in his time plays many parts, His acts being seven ages. As You Like It Act 2, scene 7, 139–143 6. To Be, or Not To Be Hamlet: To be, or not to be, that is the question: Whether tis nobler in the mind to suffer The slings and arrows of outrageous fortune, Or to take arms against a sea of troubles And by opposing end them. To die- to sleep, No more; and by a sleep to say we end The heart-ache and the thousand natural shocks That flesh is heir to: tis a consummation Devoutly to be wishd. To die, to sleep; To sleep, perchance to dream- ay, theres the rub: For in that sleep of death what dreams may come, When we have shuffled off this mortal coil, Must give us pause- theres the respect That makes calamity of so long life. For who would bear the whips and scorns of time, Thoppressors wrong, the proud mans contumely, The pangs of disprizd love, the laws delay, The insolence of office, and the spurns That patient merit of thunworthy takes, When he himself might his quietus make With a bare bodkin? Who would fardels bear, To grunt and sweat under a weary life, But that the dread of something after death, The undiscovered country, from whose bourn No traveller returns, puzzles the will, And makes us rather bear those ills we have Than fly to others that we know not of? Thus conscience does make cowards of us all, And thus the native hue of resolution Is sicklied oer with the pale cast of thought, And enterprises of great pitch and moment With this regard their currents turn awry And lose the name of action. Hamlet Act 3, scene 1, 55–87 7. To Sleep, Perchance to Dream Hamlet: To sleep, perchance to dream- ay, theres the rub. Hamlet (III, i, 65-68) 8. There Are More Things in Heaven and Earth Hamlet: Swear by my sword Never to speak of this that you have heard. Ghost: [Beneath] Swear by his sword. Hamlet: Well said, old mole, canst work i th earth so fast? A worthy pioner! Once more remove, good friends. Horatio: O day and night, but this is wondrous strange! Hamlet: And therefore as a stranger give it welcome. There are more things in heaven and earth, Horatio, Than are dreamt of in your philosophy. Hamlet Act 1, scene 5, 159–167 9. O Romeo, Romeo, Wherefore Art Thou Romeo? Juliet: O Romeo, Romeo, wherefore art thou Romeo? Deny thy father and refuse thy name; Or if thou wilt not, be but sworn my love And Ill no longer be a Capulet. Romeo: [Aside] Shall I hear more, or shall I speak at this? Juliet: Tis but thy name that is my enemy: Thou art thyself, though not a Montague. Whats Montague? It is nor hand nor foot, Nor arm nor face, nor any other part Belonging to a man. O be some other name! Whats in a name? That which we call a rose By any other word would smell as sweet; So Romeo would, were he not Romeo calld, Retain that dear perfection which he owes Without that title. Romeo, doff thy name, and for thy name, which is no part of thee, Take all myself. Romeo And Juliet Act 2, scene 2, 33–49 10. We Are Such Stuff as Dreams Are Made on Prospero: Our revels now are ended. These our actors, As I foretold you, were all spirits, and Are melted into air, into thin air: And like the baseless fabric of this vision, The cloud-cappd towrs, the gorgeous palaces, The solemn temples, the great globe itself, Yea, all which it inherit, shall dissolve, And, like this insubstantial pageant faded, Leave not a rack behind. We are such stuff As dreams are made on; and our little life Is rounded with a sleep. The Tempest Act 4, scene 1, 148–158 11. Parting is Such Sweet Sorrow Juliet: Tis almost morning, I would have thee gone- And yet no farther than a wan-tons bird, That lets it hop a little from his hand, Like a poor prisoner in his twisted gyves, And with a silken thread plucks it back again, So loving-jealous of his liberty. Romeo: I would I were thy bird. Juliet: Sweet, so would I, Yet I should kill thee with much cherishing. Good night, good night! Parting is such sweet sorrow, That I shall say good night till it be morrow. [Exit above] Romeo And Juliet Act 2, scene 2, 176–185 12. Now is the Winter of Our Discontent Richard: Now is the winter of our discontent Made glorious summer by this son of York; And all the clouds that lowrd upon our house In the deep bosom of the ocean buried. Richard The Third Act 1, scene 1, 1–4 13. What Piece of a Work is Man   Hamlet: What a piece of work is a man, how noble in reason, how infinite in faculties, in form and moving how express and admirable, in action how like an angel, in apprehension how like a god! the beauty of the world, the paragon of animals- and yet, to me, what is this quintessence of dust? Man delights not me- nor woman neither, though by your smiling you seem to say so. Rosencrantz: My lord, there was no such stuff in my thoughts. Hamlet Act 2, scene 2, 303–312 14. Love Looks Not With the Eyes Helena: Love looks not with the eyes but with the mind. A Midsummer Nights Dream (I, i, 234) 15. Something is Rotten in the State of Denmark Horatio: He waxes desperate with imagination. Marcellus: Lets follow. Tis not fit thus to obey him. Horatio: Have after. To what issue will this come? Marcellus: Something is rotten in the state of Denmark. Horatio: Heaven will direct it. Marcellus: Nay, lets follow him. [Exeunt.] Hamlet Act 1, scene 4, 87–91 16. Out, Damnd Spot Doctor: What is it she does now? Look how she rubs her hands. Gentlewoman: It is an accustomd action with her, to seem thus washing her hands. I have known her continue in this a quarter of an hour. Lady Macbeth: Yet heres a spot. Doctor: Hark, she speaks. I will set down what comes from her, to satisfy my remembrance the more strongly. Lady Macbeth: Out, damnd spot! out, I say!- One; two: why, then tis time to dot.- Hell is murky.- Fie, my lord, fie, a soldier, and afeard? What need we fear who knows it, when none can call our powr to accompt?- Yet who would have thought the old man to have had so much blood in him? Macbeth Act 5, scene 1, 26–40 17. The Fault, Dear Brutus, is Not in Our Stars Cassius: The fault, dear Brutus, is not in our stars, But in ourselves, that we are underlings. Julius Caesar (I, ii, 140-141) 18. Prodigious Birth of Love it is to Me Juliet: Go ask his name.- If he be married, My grave is like to be my wedding-bed. Nurse: His name is Romeo, and a Montague, The only son of your great enemy. Juliet: My only love sprung from my only hate! Too early seen unknown, and known too late! Prodigious birth of love it is to me That I must love a loathà ¨d enemy. Romeo And Juliet Act 1, scene 5, 134–141 19. All That Glisters   Prince of Morocco: All that glisters is not gold. The Merchant of Venice (II, vii) 20. Et Tu Caesar: Et tu, Brute? Julius Caesar (III, i, 77)

Is The Olympics Good for the essays

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24-1 Assignment Example | Topics and Well Written Essays - 500 words

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Peak Experiences and Strategic IT Alignment At Vermont Teddy Bear Case Study

Peak Experiences and Strategic IT Alignment At Vermont Teddy Bear - Case Study Example This research will begin with the description of VTB’s business model. Founded in 1981 by John Sortino, VTB has undergone several challenges including a bankruptcy threat in 1990, but still survived to provide gift delivery services. The company’s product line is composed of three major products: Calyx Flowers categorized under gifts, Bears (posh dolls), and PajamaGrams in the apparel class. With these products, the company has been striving to obtain a share of a market often dominated by rivals. The company’s customers make gift orders through web, mail, retail store, and phone as the predominant channels. Each of the aforementioned channels is supported by its unique software. However, the company is considering using a single multifaceted software that will enable it to manage all orders from its clients and monitor the demand as a way of reducing redundancies in production or running out of stock during peak seasons. As the company is committed towards meeti ng the divergent tastes and preferences of its customers, it allows its customers to select ensigns and outfits from a list of alternatives. Their choices are incorporated into the process of designing the bears. To uphold its value proposition, VTB produces purchases raw materials and fabrics from vendors from different locations. According to Austin, Nolan, and O'Donnell (2012), the purchasing of raw materials from different vendors allows the manufacturer to use the best accessible quality and circumvent snags resulting from suppliers’ failures to uphold integrity.